It is considered that learner autonomy places a great emphasis on learners’ role as independent learners who are able to take control over their learning. That is not to say, teachers become redundant in a classroom. In contrast, the key role of the teacher is to create and maintain learning community. Accordingly, this study attempted to investigate EFL teachers’ perceptions of the promotion of learner autonomy and their teaching practices in a Thai context. It was quantitative-focused research, so data were obtained via a closed-ended questionnaire. The participants consisted of thirty EFL teachers who were teaching English at a Thai university. For data analysis, descriptive statistics and Wilcoxon signed ranks test were employed. The results showed that the participants could perceive the concept of learner autonomy and roles of teachers in autonomous language learning, yet most of them found it difficult to apply their knowledge about learner autonomy in this context. It is hoped that these preliminary findings partly contribute to literature regarding the promotion of learner autonomy in an EFL context.